You are here

CLO

This summer I was reading a firmâs internal newsletter and noticed that there were at least sixteen instances of the firm's staff providing presentations and white papers at a variety of fall, national and international conferences and workshops. Some of the professional associations that were hosting these events would be recording the presentations. In a few instances these recorded presentations would later be converted to recordings or webinars and sold for a profit by the association or organization.

Having worked with associations for many years I realize that some associations rely upon the professional members to give back to the profession by sharing their knowledge. I believe that this is a great service and I encourage professionals to share their knowledge and research with the industry that they represent. This knowledge sharing process has been going on for decades with the A/E industry. It has been a win-win for the professional and the association. The professional is provided a platform upon which she/he can share their knowledge, research and opinions. The association wins by being viewed as a reliable source of knowledge within the industry, and in some cases receiving a revenue source for providing seminars, workshops, recording and webinars to the profession.

The source of the knowledge most certainly comes from the professionals and the firm that support the research and experience. The winners here are usually those professionals who sit in attendance during the conference or workshop or who later purchase the video or webinar. What is so often missed â the professionalâs presentation that is recorded at a conference for future redistribution and sales is not captured by the very firm that supports the professionalâs research and experience in the first place. To add to the problem, the firm usually has to pay additional fees for their other employee members who want to hear or view the recorded presentation given by their fellow employee. In other words, firm end up paying the association for a copy of the recording or webinar that was provided by their own employee.

Professional development within an A/E firms has evolved during the past decade. It is time to re-think how A/E firms share and distribute their intellectual property with professional associations. I offer two suggestions to this dilemma.

One, the firmâs legal department should create a contract that predetermines use, sale and resale of related material of any presentation that is recorded by an association or hosting organization. If the original presentation is going to be recorded and used in any way as a revenue source for the association or hosting organization, then at a minimum a copy of the presentation should be provided to the firm for its own internal use and training.

A second option, the firm could record the presentation themselves and copyright the material. They could then distribute the material internally for reuse, internal training and sharing of select material with their clients. By copyrighting the presentations the firm could shape how the material might be used or redistributed by another organization at a later date. .

For individuals who have a business degree or most who have taken a few business courses you have probably heard of situational leadership? Others of you may have read, or at least heard of the book, The One Minute Manager or some of the other related books authored or co-authored by Dr. Ken Blanchard. For those of you who may not be familiar with the business management concept of situational leadership let me first cover that very briefly. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. What sets situational leadership apart from many other leadership models is the practical aspect that it also takes into consideration the development level of the subordinate or employee. Using a four step sliding scale the employee is rated on competence and commitment.

This discussion is intended to show how the concept if situational leadership is easily applied to classroom situations to achieve maximum learning. For the benefit of this discussion, when thinking of the situational leadership model substitute the word manager for teacher or instructor and substitute the word employee for student or class participants.

The win â win of applying situational leadership concepts in the classroom comes when the instructor, uses the most effective delivery style that is matched to the level of development of the student at the correct time of need. One example would be the teacher best at using a coaching approach when the student has a low commitment but some competence on a class project. Another correct example would be the teacher most effectively uses a supporting team approach matched to the student who has high competence but variable commitment.

A situational designed education program allows for the teacher to be most effective in their delivery approach by correctly matching the delivery method with the student as he/she learns and works through different development levels. It is important that clear learning objectives and expected learning outcomes are established and communicated from the outset of the experience by both the teacher and student. A successful situational designed education program can be a win â win âwin for everyone, the student, the teacher, and the organization that supports the program.

Learning objectives are a key to selecting the best delivery approach for use by the instructor in a classroom. Once you determine the development and motivation level of your students, your learning objects should indicate when it is appropriate to be directive, when to use a coaching technique, when to be supportive and facilitate a group activity or when to delegate a learning approach.

Being practical, time is an element that also needs to be considered. For an individual class that is typically one hour in length it would be difficult for the instructor to effectively try and incorporate more than two delivery styles. Keep to the philosophy that the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need. The instructor should focus on a simple and effective delivery style. Subject matter substance should be emphasized over multiple styles when time is limited.

If you are teaching a half day or full day session, and the learning objectives indicate that a progressive learning track is the expected outcome then the use of multiple teaching styles and techniques might be considered. For a course that is a full day or longer, adult learners will find that instructors following a situational delivery progression more rewarding. If the learning activity is a day or two in length, as are many workshops and seminars for professional and executives, try not to cram too much ânewâ material into the timeframe. An eight hour or twenty hour course allows ample time to progress from a directive instruction style (lecture) to a delegating style of instruction (agreed upon action plan).

For those of you who teach an online instructor lead course, or certification courses, or traditional college classes I recommend breaking the overall course down into four parts. Start with the basics using directive, lecture approach and continue to progressively increase student involvement with each session. The instruction should progress slowly through each instructional style building one upon the other. The instructor needs to check regularly to ensure that students have reached the learning development level which matches the style of instruction that is being used.

Educators all know the importance of clear, well written learning objectives. Knowing what you want the student to learn and what knowledge they should leave the classroom with is critical to the success of an instructor. Once the learning objectives are written the instructor needs to select the correct delivery approach to most effectively reach the students. Not all instructor delivery styles will effectively transfer the knowledge to the students identified in the learning objectives as intended. The variables of learning in the classroom are many but the instructor can increase his/her success rate by selecting and using the appropriate delivery style.

How do you know which delivery style is the most effective to use, and when? One method to selecting the appropriate style can be determined by referring to the core elements of situational leadership. There are four primary leadership delivery styles: directive, coaching, supportive, and delegating. Whatâs important to know about situational leadership is that it considerations the development level of the student. Using a four step sliding scale the student is rated on competence and commitment. Similar to reaching success following the situational leadership model, to achieve maximum learning the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

The best time for the instructor to use a directive style of delivery (telling and showing) is when the student has a high commitment to learning the subject but has little or no competence in the subject area (enthusiastic beginner). Examples of a directive style of delivery include speeches, lectures (PowerPoint), and demonstrations. On the internet, delivery of a webinar generally comes under the directive style of delivery.

So your next class is intended for students who have some knowledge of the subject matter but they do not have a strong comprehension? The studentâs commitment to advance their knowledge to learning more about the subject matter seems to be wavering. Think of the individual who learned the basics of tennis but wants to give up because they arenât very good after four weeks of training and just canât seem to consistently keep their serve between the lines. Or the individual who purchases a new phone for the twitter function but canât figure out how to use the hash marks correctly so they just give up on that function.

After you finish writing the learning objectives for the class you realize that just telling the students about the topic or showing them how something is done is no longer the most effective approach for the student to truly learn the subject matter. You know that the student has some knowledge but realize too that the student does not yet have mastery of that subject matter. Knowing what you, the instructor want the student to learn and what knowledge they should retain after leaving the class is critical to the next level of learning in their development. The key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

When students are at this moderate stage of learning development the use of role playing and roundtable discussions are two excellent ways to engage and support the students learning process. At this stage of the students development the instructional techniques require that the subject is told âhow toâ and/or is provided with a demonstration of what they are expected to learn. The student is then expected to try to demonstrate their knowledge or skill. The instructor stays involved by observing the demonstration and providing constructive feedback to the student. Ideally, this process is repeated until the student correctly demonstrates mastery of the knowledge or skill enough to take successfully to the next level. Some simple online gaming tools have been developed and designed that follow this model, such as the DMVâs defensive driving school. Using both a high directive style of instruction along with high supportive behavior and feedback, the instructor is using a coaching style of delivery correctly.

You have now been working with your students for awhile and they are progressing in the subject matter. You notice that they have reached a high level of competence but you also note that the studentâs commitment is not consistent and still varies. Think of the individual who has mastered most of the basic skills of drawing and design but is beginning to get bored by the daily routine and repetition of fine tuning the skills that they have already learned. After awhile it becomes difficult to stay focused and committed.

Your current learning objectives indicate that the next level of development is more than individual skills sets that the students have been practicing. The students are consistently demonstrating their mastery of the skills when required. They have grown to the point where they are becoming frustrated by either repeatedly being challenged by you or by challenging themselves. Since the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need, the students are ready to demonstrate their knowledge or skills in front of their peers.

Several excellent ways to engage students at this next moderate level of learning development include group activities such as gaming,case studies and charrettes. The instructors skills need to transform from directing, lecturing, coaching and feedback to one of facilitating, listening, praising and providing constructive feedback. At this stage of the studentsâ development the student interacts with peers demonstrating their knowledge and/or skill. The instructor stays involved but at more of a distance observing and guiding. For online instruction, chat rooms, discussion groups and designed group learning activities can provide similar results. For the instructor, using a low level of directive instruction along with high supportive behavior and feedback, the instructor is using a supporting style of delivery correctly.

Letâs look here at the similarities of an individualâs learning development and stages of group development. According to Bruce Tuckman there are four stages to group development. The first stage is forming, individuals seeking acceptance as they avoid conflict. According to the Situational Leadership, team approach, this first stage is orientation. Group participants enter with low to varied competence but generally high commitment, similar to an individualâs first development learning level.

Storming is Tuckmanâs second stage of development. At this level team members determine what they are suppose solve and how they will participate within the group. The situational team approach calls this stage dissatisfaction with individuals demonstrating some competence with a low to varying level of commitment.

Groups that successfully work through stage two move into Norming or resolution, the third stage. Some members of the group may have to give up their ideas and agree with others to work towards a common goal. Individuals demonstrate a high competence with variable levels of commitment.

Successful groups reach the fourth stage, performing or production. The team members are motivated, demonstrating high competence and high commitment while working towards the completion of the groups goals.

In a situational classroom, the instructor using a supportive approach needs to be aware that studentâs may enter into the group learning activities at different levels of competency and commitment. It is important to facilitate the group as if they are all at the same basic level during the forming/orientation stage. On the part of the instructor/facilitator it is critical that they carefully guide the group to each new development level as a group. Moving to a new level is a skill of balance. Move too soon and you can lose the involvement of students who are not ready. Move too slowly and you can lose the involvement of your advanced students who may get frustrated.

As your students progress, at some point they should reach a high level of understanding and competence in the subject matter. When they also demonstrate a high level of commitment it is the right time to adjust your instructional style, using a delegating style. Think of the individual who has mastered the basic theories and concepts. They have demonstrated some advanced technical techniques. Working in small teams they work well and are able to design some interesting buildings with sustainable features. As their instructor it is now time to challenge them again. Since the key to continued successful instruction in the situational classroom is matching the right delivery style to the development level of the student at the correct time of need. It is time for the student to demonstrate what they have learned moving beyond theory and concept and into practice.

Several models that you can use to engage students at this high level of learning development include research projects, self-directed studies, or learning contracts. It is time for the instructor to turn over responsibility to the student in decision-making. That means that the instructor provides little supervision or support. As within the structure of a contract, expectations and outcomes should be agreed upon between the instructor and student at the start of the project. Unless specified, either individual or network group approaches should be acceptable for the project. Upon completion of the project the instructor should providing constructive feedback.

For the instructor, using a low level of directive instruction along with low supportive behavior and feedback, the instructor is using a delegating style of delivery correctly. Delegating behavior should not be confused with dumping or âhands offâ instruction. Delegating means that there is still some, just limited involvement of the instructor.

How do you design and build a situational mentoring program? Take the traditional approach of pairing or matching a mentor and mentee and turn it inside out by adding several more mentors and mentees. And yes, you now have a situational mentoring group or team.

In todayâs society of social networking and media apps think in terms of pairing the best or most knowledgeable mentor at the right time and in the right situation when the mentee has the most need or desire to learn. As stated in the book Nine Shift, networking is replacing the hierarchy structure in business and society, so too should we restructure the mentoring process so that it draws from the strength of a network.

The foundation to situational mentoring is built upon the management concept of situational leadership, developed by Paul Hersey and Ken Blanchard. A successful mentoring program requires that a mentor is able to share, convey, teach and/or impart their knowledge or skills to the mentee. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. Like any good leader, the mentor is likely to be most effective in one or two delivery styles and less so in the others. A practical strength of situational leadership is that it also takes into consideration the development level of the subordinate, or in this case the mentee. Using a four step sliding scale the mentee is rated on competence and commitment.

The win â win of situational mentoring comes when the mentor using his or hers most effective delivery style is matched to the level of development of the mentee at the time of need. One example would be the mentor best at using a coaching approach when the mentee has a low commitment but some competence on a project. Another correct example would be the mentor most effective using a supporting approach is matched to the mentee who has high competence but variable commitment.

The intent of a well planned mentoring program is to identify key leaders (mentors) that are willing to share their knowledge and time with the next level of potential leaders (mentees). A situational designed mentoring program allows for the mentor who is most effective in a delivery approach to be matched with a mentee as the mentee learns and works through different development levels. It is very important that clear goals and expected learning outcomes are established and communicated from the outset of the mentoring experience by all participants of the group. A successful situational mentoring program can be a win â win âwin for everyone, the mentor, the mentee, and the organization that supports the program.

Associations must rely on their members and volunteers if they are to build and maintain any form of a mentoring program. Often an association's approach is to establish a committee and support their efforts by assigning a junior staff as a liaison. A better organized approach that some associations use is to assign a manager or director level staff to actively support the committee or mentor program advisory team. Then they build a traditional approach of pairing mentors and mentees is the typical format.

The foundation to situational mentoring is built upon the management concept of situational leadership, developed by Paul Hersey and Ken Blanchard. A successful mentoring program requires that a mentor is able to share, convey, teach and/or impart their knowledge or skills to the mentee. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. Like any good leader, the mentor is likely to be most effective in one or two delivery styles and less so in the others. A practical strength of situational leadership is that it also takes into consideration the development level of the subordinate, or in this case the mentee. Using a four step sliding scale the mentee is rated on competence and commitment.

To build a situational mentoring program I recommend assigning a manager at the operationally level with a director involved in a supportive and strategic level. Using a social networking format structure think in terms of pairing the best or most knowledgeable mentor at the right time and in the right situation when the mentee has the most need or desire to learn. This is not an easy assignment but it is critical to the programâs success. A manager is likely to have the required technical, conceptual and personal skills that will be necessary to correctly match mentors with mentees at the appropriate times and under the right situations. While it is important to get input, recommendations and involvement from the committee or advisory council, the operations and scheduling process should the managers responsibility and not be left up to the volunteers. Remember, the win â win of situational mentoring comes when the mentor uses his or her most effective delivery style matched correctly to the level of development of the mentee at the time of need.

The director may occasionally be required to support the managerâs scheduling should a situation need a specific infusion or a change of players. Politics is a reality in associations and can become very sensitive when relying on the use of volunteers. The director is generally in a better position to handle those particular situations. The director will generally have more senior level contacts among the volunteers so they should also be involved in the continual recruitment of skilled and positioned mentors.

We welcome those of you who participate in or manage a mentoring program as part of your association to share your experiences. Simply send a your rely message and share your story.